What’s New
- VCAA Bulletin P–10 – August 2009
- Developments in National Curriculum
- Reflections on Teaching Personal Learning
- Whole School Curriculum Planning
- Using graphic organisers in the Thinking Processes domain
- Multiculturalism in the VELS
- National Consumer and Financial Literacy Framework in the VELS
- Employability Skills Sample Units
- Concepts and Skills charts
VCAA Bulletin P–10 – August 2009
VCAA Bulletin P–10, Issue 42 (PDF – 313KB)
The VCAA Bulletin P–10 provides information about curriculum and assessment for Prep to Year 10. It is published bi-monthly.
- Update on the National Early Years Learning Framework, page 1
- Sample Assessment Project, page 2
- Australian curriculum, page 2
- NAPLAN Data Service 2009, page 3
- VCAA Assessment Online, page 5
- Expansion of Computer Adaptive Testing, page 5
- On Demand Testing professional development, page 6
- Index June 2008 to June 2009, page 7
- Memos and publications, page 7
To view PDF files, you must have Adobe Acrobat Reader installed on your computer. If you do not have this you can download the latest free version from the Adobe website.
Back issues of the P–10 Supplement/VCAA Bulletin P–10 are published in PDF format and are available on the VCAA website under VCAA Bulletin.
Developments in National Curriculum
In mid October, the National Curriculum Board (NCB) released five papers for consultation. The Shape of the National Curriculum: A Proposal for Discussion, responds to the issues raised in the June 2008 National Curriculum Development Paper. It also indicates how the Board’s work will be guided by the National Declaration on Educational Goals for Young Australians expected to be launched in Melbourne on 5 December 2008, following adoption in November by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA).
Four initial advice papers on the proposed national English, mathematics, science and history curricula were also published. The advice papers provide a rationale for students studying the curriculum and a broad scope and sequence of material to be covered over the years Kindergarten/Prep to Year 12.
The NCB held four national subject-specific consultations in Melbourne in October to discuss the initial advice. Feedback from the workshops, as well as from relevant professional teaching associations, was used to inform revisions to the papers. Framing papers have now been published for public comment.
For more information see the VCAA website's National Curriculum.
Reflections on Teaching Personal Learning
In 2008 a number of student work samples in Personal Learning were published on the VELS website. These demonstrate achievement of standards or progress towards a standard at different progression points in the relevant domains. The collection of work samples and location on the assessment scale has involved the close cooperation and collaboration of teachers across primary and secondary schools in the government, Catholic and independent sectors. Members of the Personal Learning domain teacher reference group collected examples of student work and had the important role of taking back to their schools the process used in:
- understanding the Personal Learning domain
- designing appropriate teaching, learning and assessment activities
- moderating of student assessments.
Reflections from two teachers working at Level 3 on teaching students to set learning goals are available at Reflections on Teaching Personal Learning .
Whole School Curriculum Planning
During 2007 and 2008, the VCAA worked with over 40 schools and several education consultants, who also work with schools, to document some of the strategies, processes and structures schools have used as they developed a whole school curriculum plan to implement the VELS. A number of schools have recorded their particular journey in implementing the VELS while others have provided examples of templates, team structures, timetable examples and units of work.
This resource has now been published in the School Implementation section.
Using graphic organisers in the Thinking Processes domain
To support teachers in understanding the Thinking Processes domain a series of graphic organiser examples have been developed to assist teachers in understanding the purpose of the thinking tools and how each could be used. Advice has also been written to explain what graphic organisers are, how they assist the thinking process and how they benefit student learning.
Each graphic organiser example indicates which Thinking Processes dimension it supports and identifies the key concept or skill it addresses. The examples use either a primary or secondary context to illustrate how the graphic organiser works and the key elements to think about to maximise the effectiveness of the tool. These examples are designed to be printed for display and to be used by teachers and students as a resource. Blank templates have also been devised as an electronic resource for use by teachers and students.
For more information see Graphic Organisers.
Multiculturalism in the VELS
Multicultural perspectives form an integral part of the VELS and cover a range of standards across the domains focusing on areas such as:
- the diversity of Australians
- understanding aspects of culture and cultural heritage in relation to Australia
- the countries in our region and the globe
- principles and values which underpin a harmonious, pluralistic democracy
- initiation and maintenance of positive social relationships with a range of people in a range of contexts
- connections between language and culture and the influence of culture in students lives
- exploration of various forms of cultural expression.
For more information see Multiculturalism in the VELS.
Concepts and Skills charts
Standards in each of the VELS domains focus on key concepts and skills that students are expected to understand or develop as they progress in the domain. Charts have been developed for the Interpersonal Development, Personal Learning, Information and Communications Technology and Thinking Processes domains that identify these concepts and skills in each dimension across the levels.
Each concepts and skills chart focuses on one dimension and includes:
- for each concept or skill, the expectations of students at each level
- links to a number of teaching and learning activities which illustrate ways the concept or skill can be incorporated in different curriculum contexts.
Teachers can use the charts individually or in professional learning teams to:
- support their understanding of the standards at a particular level
- see clearly how students’ understanding of each concept or application of each skill should develop across the levels
- support planning of explicit teaching, learning and assessment activities
- stimulate thinking about the application of the domains across the curriculum.
